Name: Rebecca HaynesRED 4335

Field Experience Before, During, After Lesson Plans (Written & Oral)

FAU EAP: 2.2, 9.1, 10.2Directions: This is a critical assignment. You must earn an evaluation of “proficient” on every indicator. Following this lesson plans, you will teach this lesson to a group of students in a middle or secondary classroom. Follow all of the directions below when completing this assignment. See guidelines below for submitting this assignment. Missing work or materials will receive significant point deductions.

Purpose: The purpose of this assignment is to learn how to provide direct instruction to a group of middle or secondary students through integrating reading/literacy skills into content learning. As you develop and implement this lesson plan you will engage in reflective decision making.

A. Preparing for Your Lesson 1. Read the Lesson Evaluation Rubric; note carefully all of the criteria on which you will be

evaluated. 2. Take careful notes during class and reading assignments concerning before, during, and after

strategies. You will be using these in your lesson plan.3. When working with students, your handwriting MUST be neat and legible. 4. Write your lesson plan using the lesson plan format specified in the FAU lesson plan format. You

must be very specific when you write the steps in each section of your lesson plan. I should be able to visualize and "hear" what is happening in the classroom when reading your lesson plan. List, or enumerate (1, 2, 3,) each step of your lesson including all questions you will ask the child.

B. Presenting Your Lesson 1. Select the grade level and content lesson 2. Teach your class lesson following your written lesson plans. Be sure you cover each of these

sections:(1) Introduction, Anticipatory Set, or Initiating Event (Mini introduction to lesson)(2) Modeling or Teaching (Teacher demonstrates concept or law-like principle; begin

with words in isolation and finish with use in context)(3) Guided Practice (Teacher and student work together to apply concept or law-like

principle in isolation and context activities)(4) Independent Practice (Students work alone)

C. Submitting Your Work Place your materials in the following order when submitting for evaluation:

1. Course cover sheet (if requested by professor)2. Lesson Plan Evaluation Rubric3. Your Lesson Plans (3 separate plans)4. Staple lesson plan and clearly mark which materials go with each section in lesson

(Introduction, Modeling/Teaching, Guided Practice and Independent Practice). 5. Upload all materials germane to your plans6. Include all materials used with the students. This includes all materials used for Modeling/Teaching; Guided Practice and Independent Practice.

Name: Rebecca Haynes

RED 4335Field Experience Before, During, After Lesson Plan Evaluation Rubric

FAU EAP: 2.2, 9.1, 10.2

Directions: This is a critical assignment. You must earn an evaluation of “meets” on every indicator. Please attach this Evaluation Rubric to the front of your work when submitting for grading.

Evaluation Note: Exemplary = 4 points; Meets = 3-2 points; Not Demonstrated = 1 or 0 points. To compute your grade, add the total points and multiply by 2.

Exemplary (E) Meets (M) Not Demonstrated (D)1. Behavioral Objectives

Outstanding work. Objective(s) are precisely stated and clearly state what the learner will know and be able to do as a result of the lesson. End behavior, learning conditions and evaluation are clearly stated. Objectives focus on reading concepts or law-like principles and content knowledge appropriate to the grade level learner (one objective for each).

Objective(s) are mostly complete. End behavior, learning conditions or evaluation are not fully or clearly stated. Objective(s) focus on reading concept or law-like principle and content knowledge appropriate to the grade level learner.

Objective(s) are not complete or missing. End behavior, learning conditions or evaluation are missing or not fully or clearly stated. Objective(s) do not focus on reading concepts or law-like principles or content knowledge; or are not appropriate to the grade level learner.

2. FL Sunshine State Standards

Outstanding work. FL Sunshine State Standards, Goal 3 Standards, and Subject Matter Content are clearly and fully identified.

FL Sunshine State Standards, Goal 3 Standards, and/or Subject Matter Content are not clearly or fully identified.

FL Sunshine State Standards, Goal 3 Standards, and/or Subject Matter Content are not clearly or fully identified, inappropriate, or missing

3. Thoroughness of Introduction, Anticipatory Set, or Initiating Event.

Outstanding work. Correctly includes all steps in lesson Introduction, Anticipatory Set, or Initiating Event. Directions are written in detail using teacher quotes to be used with the student. Professor is clearly able to hear and visualize what you and the student are doing during your lesson. Lesson follows all directions that are given by instructor.

Correctly includes most steps in lesson Introduction, Anticipatory Set, or Initiating Event. Directions are mostly written in detail using teacher quotes to be used with the student. Professor is mostly able to hear and visualize what you and the student are doing during your lesson. Lesson follows most all directions that are given by instructor.

Does not include all steps in lesson Introduction or Initiating Event. Directions are not written in detail using teacher quotes to be used with the student. Professor is not able to hear and visualize what you and the student are doing during your lesson. Lesson does not follow all directions that are given by instructor.

4. Thoroughness of Modeling

Outstanding work. Correctly includes all steps in Modeling or Teaching directions are written in detail using teacher quotes to be used with the student. Professor is clearly able to hear and visualize what you and the student are doing during your lesson. Lesson follows all directions that are given by instructor.

Correctly includes most steps in lesson Modeling or Teaching Core. Directions are mostly written in detail using teacher quotes to be used with the student. Professor is mostly able to hear and visualize what you and the student are doing during your lesson. Lesson follows most all directions that are given by instructor.

Does not include all steps in lesson Modeling or Teaching Core. Directions are not written in detail using teacher quotes to be used with the student. Professor is not able to hear and visualize what you and the student are doing during your lesson. Lesson does not follow all directions that are given by instructor.

5. Thoroughness of Guided Practice

Outstanding work. Correctly includes all steps in Guided Practice. Directions are written in detail using teacher quotes to be used with the student. Professor is clearly able to hear and visualize what you and the student are doing during your lesson. Lesson follows all directions that are given by instructor.

Correctly includes most steps in Guided Practice. Directions are mostly written in detail using teacher quotes to be used with the student. Professor is mostly able to hear and visualize what you and the student are doing during your lesson. Lesson follows most all directions that are given by instructor.

Guided Practice directions are not written in detail using teacher quotes to be used with the student. Professor is not able to hear and visualize what you and the student are doing during your lesson. Lesson does not follow all directions that are given by instructor.

6. Thoroughness of Independent Practice

Outstanding work. Correctly includes all steps in Independent Practice directions are written in detail using teacher quotes to be used with the students. Professor is clearly able to hear and visualize what you and students are doing during your lesson. Lesson follows all directions that are given by instructor.

Independent Practice directions are mostly written in detail using teacher quotes to be used with the students. Professor is mostly able to hear and visualize what you and students are doing during your lesson. Lesson follows most all directions that are given by instructor.

Independent Practice directions are not written in detail using teacher quotes to be used with the students. Professor is not able to hear and visualize what you and students are doing during your lesson. Lesson does not follow all directions that are given by instructor.

7. Thoroughness Final Product

Outstanding work. Final product specified by professor is exceptional.The appearance of product is appealing to the eye, and produced fully per the professor’s expectations.

Final product specified by professor is very good but not exceptional. The appearance of the product is mostly produced according to the professor’s expectations.

Final product specified by professor is marginal. The appearance of product is not appealing and lacks professional appearance. It is not produced per the professor’s expectations. .

8 Materials Outstanding work. All materials are appropriate and have been referenced correctly.

Most materials are appropriate and have been referenced correctly.

Few, no, or inappropriate materials are listed or have not been referenced correctly.

9. Handwriting Outstanding work. All letters are written correctly on materials used during instruction.

Most letters are formed correctly on materials used during instruction.

Many letters are not formed correctly on materials used during instruction.

10. Assessment Tools

Outstanding work. Student assessments tools are clearly tied to objectives. Observation, rubric, tests (if appropriate) are included.

Student assessment tools are not clearly tied to objectives.

Student assessment tools are missing or unrelated to the objectives.

11. Candidate Self-Assessment Reflection

Outstanding work. Three excellent, well developed self-assessment questions with thorough responses are included.Discusses the lesson and the effectiveness of instruction and

Three good self-assessment questions with good responses are included. Generally discusses the lesson and the effectiveness of instruction and reflects upon the teaching experience.

Fewer than three self- assessment questions with responses are included. Discussion is missing or minimal. There is little or no discussion about the effectiveness of instruction. Little or no

reflects upon the teaching experience.

reflection upon the teaching experience is provided.

12. EAP / Conceptual Framework Reflection

Outstanding work. Reflection includes a thoughtful discussion connecting the assignment to the appropriate EAPs and Conceptual Framework.

Reflection includes good but not exceptional discussion connecting the assignment to the appropriate EAPs and Conceptual Framework.

Little or no attempt to connect assignment to any EAP and/or Conceptual Framework.

13. Written Presentation

Outstanding work. Lesson is focused, organized, with supporting details, and follows conventions. This includes attention to Standard English, and careful proofreading for spelling and grammatical errors. Work is word processed using format required by professor.

Lesson is not fully focused, organized, with supporting details, or follows conventions. May contain some errors in Standard English, spelling, and grammar. Work is word processed using format required by professor.

Lesson is not focused, organized, with supporting details, or includes correct conventions. Contains many errors in Standard English, spelling and grammar errors. Work may or may not be word processed and does not fully follow format required by professor.

14. Lesson Plan Rubric

Outstanding work. Exceptional rubric is included using Rubistar. All elements of the lesson are addressed in the rubric. Reading and content learning are definitely included.

Rubric is good and uses Rubistar. Most elements of the lesson are addressed in the rubric. Reading and content learning are definitely included.

Rubric is incomplete, inappropriate or missing. Rubistar is not used. Not all elements of the lesson are addressed in the rubric. Reading or content learning are not included.

15. Follows Directions

Outstanding work. Comprehensively addresses each section of the lesson; Submits work on time and in correct format; Includes correct APA reference format; Attaches all materials; Includes Evaluation Rubric using Rubistar; Materials are bound and submitted in correct sequence, etc.

Mostly addresses each section of the lesson; Submits work on time and in correct format; Includes mostly correct APA reference format; Attaches most materials; Includes Evaluation Rubric using Rubistar; Materials are bound and submitted in correct sequence, etc.

.

Does not addresses each section of the lesson completely; May or may not submit work on time and in correct format; Does not follow correct APA reference format; Does not attach all materials; May or may not include Evaluation Rubric using Rubistar; Materials are not bound or submitted in correct sequence, etc.

Total Points Earned = /68

Comments:

LESSON PLAN FORMAT

Directions: Use this Word document to compose and complete your lesson plans so that you do not have to go online to STEPS. I have listed “hints” to help you in each section in red; you can read these hints and then delete these “hints” as you work through your lesson. Use 12 point black font to type the information under each section. I hope that this will help you!

Name: Rebecca HaynesDate: October 18, 2010

I. LESSON BACKGROUNDLesson TitleObjective What will my students be able to do when they

finish this lesson?1. Reading Literacy Objective: Students will be able

to understand classification and how it is used all around the world. Students will be able to grasp the essence of how species are identified through classification. Students will be able to discriminate between the various levels of classifications. Students will be able to grasp the content with 70%proficiency based on the Sunshine state standard students will be able to discuss basic characteristics of classification for living organisms

2. Content / Subject Area Objective: Students will be able to understand classification and how it is used all around the world. Students will be able to grasp the essence of how species are identified through classification. Students will be able to discriminate

Florida Sunshine State Standards

Refer to your copy of the Sunshine State Standards. List and type the most appropriate standards into this cell.

Benchmark Number: SC.912.L.14.53

Benchmark Description:

Discuss basic classification and characteristics of plants. Identify

bryophytes, pteridophytes, gymnosperms, and angiosperms.

Subject Area: Science

Grade Level: 912

BODY OF KNOWLEDGE:

Life Science

Standard: Organization and Development of Living Organisms -

A. Cells have characteristic structures and functions that make them distinctive.

B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis.

C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere.

D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function.

Florida Goal 3 Standards

Refer to your copy of the Goal Three Standards. List and type the most appropriate goal three standards into this cell. Standard 8 - Cooperative WorkersFlorida students work cooperatively to successfully complete a project or activity.

II. BEGINNING THE LESSONReview of Previous Lesson

What will you do to review and reinforce the skill/concept that was learned in the previous lesson? This focus takes the form of a review of previous knowledge important to this lesson. You will not do this for the before reading lesson plan. An effective way of reviewing is by using a game, which is being used in the form of Jeopardy PowerPoint. Students will be split into groups of four (24 students), that’s six groups and will have to answer the statement in the form of a question (just like on jeopardy). Based on what the statement is addressing students will

begin the question with What, Who or Where.

Introduction of the New Lesson

This is the “getting ready” part of your lesson. The introduction is designed to “grab” the students’ attention. It also tells the student what s/he will learn during the lesson.

Show students a bunch of pictures of various animals and there will be 7 categories (Kingdom, Phylum, Class, Order, Family, Genus and Species) and students will write down what category the animal fits in.III. TEACHING THE LESSON

1. Modeling Procedures

What modeling (teacher presents information) procedures will I follow? In most lessons, the teacher will provide the student with the information needed to reach the objective successfully. Sometimes the teacher will show the student how to accomplish the task by modeling appropriate performance. Using “Think Alouds,” or demonstrating or explaining how the activity should be accomplished is necessary here. This is TEACHING. It explains what is expected in order for the student to achieve the objective. Write your lesson as if the students were in the classroom with you. Write the questions you will use so we get a feel for the direction in which you are heading. Keep in mind that if you ask a question, it should be clear enough that you can answer it yourself so you know what to expect from the student. Do not ask questions that are vague or that you cannot answer! List your steps by numbering the sequence of activities. This should NOT be in paragraph format. 1.2. etc.

1) Ask one student what they already know about classification.. 2) Explain to the class what classifications means and why we classify animals. 3) Explain the history of classification and binomial nomenclature. 4) Then I will explain why there is classification and the groups we classify living organisms in today. 5) Give examples of each classification group 6) Explain how classification has transformed over the years 7) Students will be split into three teams to play a Jeopardy PowerPoint game on what has been taught

2. Guided Practice Procedures

What guided practice procedures will I follow? The teacher works with students to “guide” them based on the teaching

modeling finished in Step 1 above. The second part of Procedures focuses on the work students complete with the help of the teacher. Once you demonstrate what you expect students to do, then it is their turn to do the same thing but using different samples – a different book, questions, etc. with your help or guidance. In every lesson, students practice the expected performance. This may include exercises completed with the teacher, examples done by the student at the board. Or if you are working in a group, students might read aloud, work in pairs together to complete assignments, etc. with the teacher’s help. This is STUDENT GUIDED PRACTICE with the help of the teacher based on your TRACHING demonstration. List your steps by numbering the sequence of activities. This should NOT be in paragraph format.

1) Students will be split into groups of six2) Students will play a Classification jeopardy style game3) Students will work with the members from the group to

figure out the appropriate question4) The winning group will be awarded five extra credit points 5) The rest of the class will be awarded two extra credit points

3. Independent Practice Procedures

What independent practice procedures will I follow? Students work on their own to complete a task based on all of the above teaching and learning accomplished. Finally, in INDEPENDENT PRACTICE, the student independently exhibits the behaviors set forth in the objective. To accomplish this task, students might read and then write a paragraph or short paper, or complete a mini project designed for your lesson. For example, if you were teaching Following Directions, the student might read the directions you provide and make something to show you she/he grasped your objective. Throughout the lesson the teacher checks to ensure that the students understand the concept or skills being taught. List your steps by numbering the sequence of activities. This should NOT be in paragraph format.

1. After the lesson is explained students will write a 2 page essay of how/why classifying new species plays such a vital role in the world of science.

2. Students must include at least 5 of the key terms mentioned throughout the lesson.

3. Essay must include an introduction,

body and conclusion. 4. The essay is to be written in proper

English. Essays must include, name, date, class/period. Essays must be written neatly with legible handwriting.

Diversity How would you adjust this lesson plan to meet the needs of diverse learners? Specifically explain SEVERAL ways you would modify this lesson plan and why. Modifications:1.If I have students with Aspergers, perhaps they feel uncomfortable getting up in front of the class. I could have them write the correct question and have them hand it in. 2.If I have ESOL students, in some of my Jeopardy questions I could use pictures instead of words. I want to create an inclusive classroom and by making these modifications I believe I am a step towards achieving this.

IV. ENDING THE LESSONStudent Reflection How will you summarize the lesson? (Reflection by students

with teacher guidance, I usually ask the student how she/he did with demonstrating the desired behavior.) How I will summarize this lesson is by asking my students how confident they felt about the material. Then I will post on the power point two questions exactly from the test that pertain to what was went over in class. Students will not be told that these questions appear on the test. Neither will I give them the answer. I will have students write down the question and answer it on paper without the use of their peers or notes. If they are able to put down an answer then that means they have some inkling of what was being taught. I will direct my students to the page where they can find the answers to my questions.

V. ASSESSMENT / EVALUATIONAssessment / Evaluation Tools or Instruments

What assessment tools or instruments will I use? List the kinds of assessment tool(s) you will use such as observation, written rubric, check list, reading running record… Are you using a rubric? Using a check list? Make sure you attach these at the end of your lesson!1) The Jeopardy game2.) Mini essay

Activities Students Complete

What activities will your students complete?

This is here to help you distinguish exactly what the student(s) must do. For example, listen to the teacher… write a … read …etc. Enumerate or list 1, 2, 3, each step the student completes during the lesson. Go back to Procedures above and only list what the student(s) must do based in Modeling, Guided Practice, Independent Practice and Reflection. Students will play a Classification jeopardy style game Students will write a 2 page essay of how/why classifying new species plays such a vital role in the world of science. For homework students will Crossword puzzle about classifications

VI. MATERIALS / RUBRIC / MEDIA CONNECTIONSInstructional Materials

What instructional materials will I use for this lesson? Provide complete references using APA Style of materials used.Provide hard copy of handouts, sample activities, etc.A website for rubrics is Rubistar (http://rubistar.4teachers.org. Do not type www.) Miller/Levine, Kenneth/ Joseph (2005). Biology. Saddle River New Jersey: Prentice Hall. Biological classification crossword puzzle. (n.d.). Retrieved from http://www.theteacherscorner.net/printable-worksheets/make-your-own/crossword/crossword-puzzle.php

Teacher Reflection (Self-Assessment)

Critically think about your lesson and write a meaningful reaction to your presentation. What might you change if presenting this lesson again? What went well? What might you add to make it more interesting? etc. This should be a thoughtful, self-assessment of your work. DO NOT write that nothing would be changed. We can all improve our work to make it more effective while teaching. This is what makes reflective decision makers in teaching. One thing I noticed myself doing was putting my hands in my pockets when I got nervous. Next time I will leave them by my side or put them behind my back. Some of the students were asking their friends what I said. I know when I get nervous I began to speak very fast. When I began to feel nervous I should take a breath and slow down. If I were to do this lesson over I would have allowed for the students to ask me additional questions.

Connection to EAPs Reflection includes a thoughtful discussion connecting the assignment to the appropriate EAPs. Do not use more than three EAPs. EAP 2.7- Provides opportunities for students to learn from each other. I used this strategy because I want to exert their own

independence and figure out things for their won.

EAP 10.13- Helps students develop concepts through a variety of methods. My teaching technique involves using images to explain how living organisms are organized in groups. I used writing as a means for students to express their thoughts about classification and it’s relevancy to the real world. I also used group interaction and cooperation in the Jeopardy game. Students were able to bounce ideas and answers off of their peers.

Connection to Conceptual Framework

Reflection includes a thoughtful discussion connecting the assignment to the College’s Conceptual Framework. Based on the lesson that I taught regarding Classification of Biological systems I adhered to the reflective decision maker’s portion of the conceptual framework. A reflective decision maker is a capable individual who realizes the responsibilities of being an instructor. As a reflective decision maker I realized that for the students to understand what I am teaching, I must provide comprehensible, concrete based instruction. I feel that I took the abstraction of classification and made it concrete, through the use of examples, visual aids and games.